My Learning Journey

Name: Sandy

Grade Level(s): 1, 7, 8

Discipline: English/Literature/Reading

This I Believe (my 3 Claims):

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My May Goal: Hamlet unit: Add questioning & peer feedback

My 2015-2016 Goal: Look at Common Core ELA standards and plan curriculum overview for 6, 7, 8

My Stretch Sketch:

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Exploring Elements of Practice

• High jump
• Edmodo edmodo.com
• created online discussion forum
• asked the kids to join
• posted "extracurricular" discussion ideas (find your hobbit name, what did you think if the movie, etc.)
• created avatars
• looking for other fun ideas to add

• Documentation & Reflection

  • Document: As a "Lead Learner"...
    • What specific shifts are you noticing in your own actions, priorities, language, questions, reflections and conversations that help shape the learning culture for which you strive?
    • As I plan new units/assignments, I'm definitely thinking about how I can offer students choices and opportunities for reflection.
  • Reflect: Documentation & Reflection
    • What's the relationship? What connections do you see between documentation & reflection in your own learning?
    • In my learning: Well, if I don't document, I tend to forget--there's too much swirling around in my brain--so documentation helps with reflection.
    • In student learning?
    • I suppose the same could be said for my students, but they don't always want to look at the documentation (previous drafts, etc.). Or, in the case of peer review, they don't want to do their own review--they figure their classmate has done that work for them. This brings up something that we need really need to address as we move into "student-owned learning": the minimalist student, who just wants to get the finish line as quickly as possible.
      • at what cost? Documentation takes time, although if we do it as we go, it's not that time consuming. But it also takes organization, and we have some students who are really lacking in that area.
      • to what benefit? It helps students see where they were and the progress they've made.
  • Design 1-2 additional opportunities for students to engage in documentation and reflection of their own learning
    • please post a brief description of each opportunity
      • I've started a video trailer project where students are working in small groups, but as part of their individual grade, they have to answer some reflection questions.
    • add 2-3 student work samples from each opportunity
      • This is still in process. I should have it by the end of next week.
    • be sure to note any tweaks, modifications or iterations

• Activity and student work sample
• Our Student Newspaper:
  

  Lion's Roar 1-3.pdf
  

  • Details
  • Download
  • 1 MB
• Sample student posts from my Edmodo group
• Jan 8, 2015

  Nina I.'s avatar

Nina I. to Gev. Wright's 7th Grade Literature
The movie was pretty good if you don't mind that it is pretty different from the book. I thought Thorins death was kind of dramatic with the Orc drowning because of the spiky weapon attached to him, but than dramatically coming up to the surface

• Jan 5, 2015

• Daniela S.'s avatar

Daniela S. to Gev. Wright's 7th Grade Literature
I thought the movie was good but I excepted it to be better than it actually was. It was made out to be more than it actually was so I was a bit disappointed.

• Questioning: Treasure Island: Had kids in small groups take responsibility for leading discussion on certain questions. Much less distracted, more attentive, more thorough work
• I am getting ready to start a Shakespeare/Hamlet unit with my seventh graders. My plan is to begin with questioning: What do you know about Shakespeare? What do you know about Hamlet? What do you know about this time period? And then: What do you want to know? Then I plan to break them into small groups that will research certain topics and present to the rest of the class.
• Suggestion from Dale: have them read a page of the original text when we start the play.

• Feedback

• Self-Monitoring & Assessment

• Reaching Out & Pulling In

Growth: How will I know? Student documentation

• How? How often? I'd like them to do a personal, written reflection, beginning of New Year, maybe as a journal entry

also consider creating digital portfolio that will follow them through MJDS

• What? To what degree (details)?
• Why bother (in what way(s) has/will your documentation support your ongoing learning)?

help us decide how we will carry on the Lion's Roar

• What artifacts of professional and/or student learning might you include?

process (original drafts)

• What story will your documentation tell of your journey?

The most appropriate type of data for me to collect as evidence of my professional growth & learning...

(suggestions)

• anecdotal records
• student work samples
• student reflections
• teacher reflections
• observations
• peer/colleague feedback
• "assessment" data
  • rubrics
  • other formative pieces...

• surveys
• counts
• other...

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Resources:

My learning network will include (books, articles, websites, people, other)...

Diigo
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Twitter: @milwaukeejds

Other...